scholarly journals Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

2021 ◽  
Author(s):  
Clare E. Bond ◽  
Jessica H. Pugsley ◽  
Lauren Kedar ◽  
Sarah R. Ledingham ◽  
Marianna Z. Skupinska ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Field Trip ◽  
Field Trips ◽  
Learning Support ◽  
Virtual Field Trips ◽  
Positive Elements ◽  
Virtual Field ◽  
Negative Perceptions ◽  
Virtual Field Trip

Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.

The Story of Ice

2019 ◽  
pp. 1-16 ◽  
Author(s):  
Joseph A. Gutierrez ◽  
Natalie Bursztyn
Keyword(s):  
Climate Change ◽  
Modern Technology ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geologic History ◽  
Traditional Lectures ◽  
Virtual Field ◽  
History Of ◽  
Actual Field

Increasing enrollment and costs in introductory geoscience classes are making the logistics of organizing on-location field trips challenging; but with modern technology, virtual field trips (VFTs) can provide a proxy. Students entering college today are digital natives with short attention spans, suggesting they would find a VFT appealing and easy to navigate. While not a replacement for an actual field trip, VTFs offer interactive alternatives to traditional lectures, and several have been successful in engaging and educating students. This proposed VFT utilizes the iconic geology of Yosemite National Park to teach the effects of climate change at geologic and anthropogenic timescales. The story is told along Yosemite's four roads and is designed for use as a roadside geology accompaniment in the park, or as a standalone interactive tool in the classroom. VFT stops narrate the geologic history of the area and use photos with illustrated overlays to further describe concepts.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

2021 ◽  
pp. 073563312110629
Author(s):  
Jiayan Zhao ◽  
Jan Oliver Wallgrün ◽  
Pejman Sajjadi ◽  
Peter LaFemina ◽  
Kenneth Y. T. Lim ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Longitudinal Research ◽  
Learning Experience ◽  
Field Trips ◽  
Emotional Engagement ◽  
Virtual Field Trips ◽  
Spatial Presence ◽  
Longitudinal Effects ◽  
Virtual Field

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

scholarly journals Interactive virtual fieldtrip as a tool for remote education

2021 ◽  
Author(s):  
Niki Evelpidou ◽  
Anna Karkani ◽  
Apostolia Komi ◽  
Aikaterini Giannikopoulou ◽  
Maria Tzouxanioti ◽  
...  
Keyword(s):  
Aegean Sea ◽  
Field Work ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Advantages And Disadvantages ◽  
Area Of Interest ◽  
Virtual Field ◽  
Actual Field ◽  
A Site

Abstract. Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. However, the COVID-19 restrictions did not allow the prosecution of most planned field trips, and an alternative needed to be developed. The use of virtual field trips is one such alternative. Through them, one can not only visit any area of interest, but prepare themselves for any actual educational or exploratory field trip as well. Even though they do not, and should not, substitute any physical visit of a site of interest, they have many advantages when combined with a "live" field work, in comparison to a field trip for which no preparation has been made. Through this research, we compare the advantages and disadvantages of both virtual and real educational field trips based on the opinions of our students. We thus performed a virtual navigation on the island of Naxos, Cyclades (Aegean Sea, Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. The virtual fieldtrip was also presented to the third-year students of the Faculty of Geology & Geo-environment, National and Kapodistrian University of Athens, in the framework of the obligatory course of Geomorphology. Upon completion, all participating students were asked to fill in a questionnaire in order to evaluate the contribution of virtual field trips to their education regarding geomorphology and state their opinion as to whether they can supplement and/or substitute actual field trips. Most of them stated that virtual field trips can aid, but not substitute the actual field work. Most students mentioned that they would attend another virtual field trip in the future, both as an alternative to classroom lessons and as a means of preparation for an actual field trip, but not in order not to attend the actual one.

scholarly journals PENGARUH MEDIA VIRTUAL FIELD TRIP TERHADAP KEMAMPUAN BERPIKIR KRITIS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Eneng Desri Handayani ◽  
Suhendar Suhendar ◽  
Billyardi Ramdhan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Field Trip ◽  
Outdoor Learning ◽  
Learning Method ◽  
Coral Reef Ecosystem ◽  
Virtual Field ◽  
The Mean ◽  
Virtual Field Trip ◽  
Reef Ecosystem

This study aims to find out how students' critical thinking skills after learning using Outdoor Learning method assisted by virtual media field trip on learning biology material of coral reef ecosystem. This type of research is quasi experimental research with 2 class research population taken from class X SMA. The sample of this research was chosen by using purposive sampling technique. The research design used in this research is Nonequivalent Control Group Design. The instrument used in this study is a matter of as many as 7 test questions that each have been declared valid and reliable. Based on the data requirement test, it is known that the research data is normally distributed and the two classes have the same variance (homogeneous). From the data analysis it is known that the mean posttest grade of the experimental class with the learning using the Virtual Field Trip media aid is 70.76 and the mean posttest of the control students with the learning not using the Virtual Field Trip media is 55.23. There is a significant difference to student learning outcomes, it is proved by Z-test obtained Zcount (2.13> 1.96) then this research rejects H0 and receives H1. Thus, it can be concluded that there is influence of learning outcomes on the ability of critical thinking of students who follow the learning method using Outdoor Learning media-assisted Virtual Field Trip on the material of coral reef ecosystem. Keywords: Critical Thinking, Test Problems, Virtual Field Trip.

scholarly journals Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece

2021 ◽  
Vol 4 (3) ◽  
pp. 351-360
Author(s):  
Niki Evelpidou ◽  
Anna Karkani ◽  
Giannis Saitis ◽  
Evangelos Spyrou
Keyword(s):  
Field Work ◽  
Field Trip ◽  
Field Trips ◽  
Physical Contact ◽  
Real Field ◽  
Virtual Field Trips ◽  
Southeastern Part ◽  
Additional Tool ◽  
Gulf Of Corinth ◽  
Virtual Field

Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students' education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool through which one can virtually see any place on the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following the Geomorphology course of the Faculty of Geology and Geoenvironment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses not only in Greece but also in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative to and/or substitute for in situ field work and as a means of preparation for live field trips, by taking into consideration the students' views through an anonymous questionnaire. Our findings suggest that virtual field trips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

scholarly journals Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola

2020 ◽  
Vol 17 (4) ◽  
pp. 108-117
Author(s):  
Jennifer Atchison ◽  
◽  
Jade Kennedy ◽  
Keyword(s):  
Experiential Learning ◽  
Field Trip ◽  
Field Trips ◽  
Educational Design ◽  
Indigenous Knowledges ◽  
Learning Contexts ◽  
Virtual Field ◽  
Country Culture ◽  
Virtual Field Trip ◽  
Work Integrated Learning

The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.

scholarly journals Creating virtual geologic mapping exercises in a changing world

Geosphere ◽  
2020 ◽  
Author(s):  
S.J. Whitmeyer ◽  
M. Dordevic
Keyword(s):  
Cognitive Abilities ◽  
Field Experiences ◽  
Field Trip ◽  
Google Earth ◽  
Field Trips ◽  
Geologic Mapping ◽  
Virtual Field Trips ◽  
Web Based ◽  
Academic Degree ◽  
Virtual Field

Fieldwork has long been considered an essential component of geoscience research and education, with student field experiences consistently valued for their effectiveness in developing expertise in geoscience skills and cognitive abilities. However, some geoscience disciplines recently have exhibited a decreasing focus on data collection in the field. Additionally, some students have been disinclined to pursue a geoscience career if physical fieldwork is perceived as necessary for the completion of their academic degree. More recently, travel restrictions due to the COVID-19 pandemic have restricted access to field locations for many students and geoscience researchers. As a result, geoscience educators are developing virtual field trips and exercises that address many of the learning objectives of traditional in-person field experiences. These virtual field trips and exercises use a variety of online and computer platforms, including web-based and desktop versions of Google Earth (GE). In this contribution, we highlight how educators can create virtual geoscience field trips and exercises using web GE, desktop GE, and a web-based tool for generating oriented geologic symbology for GE. Examples of methods and approaches for creating virtual field experiences in GE are provided for a virtual field trip that uses a web GE presentation to replicate a typical class field trip, and for a geologic mapping exercise that uses a KML file uploaded into web or desktop GE. Important differences between web and desktop GE are discussed, with consideration for which platform might be most effective for specific educational objectives. Challenges and opportunities related to virtual field trips are discussed in comparison with traditional in-person, on-location field trips. It is suggested that in a post–COVID-19 world, a combination of in-person and virtual hybrid field experiences might prove the most effective approach for producing a more inclusive and equitable learning environment, and thus strengthening the geoscience workforce.

scholarly journals Virtual field trips as a tool for indirect geomorphological experience: A case study from the southeast part of the Gulf of Corinth, Greece

2021 ◽  
Author(s):  
Niki Evelpidou ◽  
Anna Karkani ◽  
Giannis Saitis ◽  
Evangelos Spyrou
Keyword(s):  
Field Work ◽  
Good Alternative ◽  
Field Trip ◽  
Field Trips ◽  
Physical Contact ◽  
Real Field ◽  
Virtual Field Trips ◽  
Additional Tool ◽  
Gulf Of Corinth ◽  
Virtual Field

Abstract. Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students’ education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool, through which one can virtually see any place in the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following Geomorphology course of the Faculty of Geology and Geo-environment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses, not only in Greece, but in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative and/or substitute of in situ field work and as a means of preparation for “live” field trips, by taking into consideration the students’ views, through an anonymous questionnaire. Our findings suggest that virtual fieldtrips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.

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